2011/46951 Assessment seminar 2011 for new and/or inexperienced teachers of WACE courses Module 2

2011/4695 1

Assessment seminar2011

for new and/or inexperienced teachers of WACE coursesModule 2

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WACOT professional learning requirements

• today’s seminar can contribute• documentation is required

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Seminar objectivesThat teachers:1. understand how to use marks when assessing student

achievement on a task2. understand how to weight and collate marks to form a ranked list

for the assigning of grades3. understand the Council requirements for reporting student

achievement in Year 11 and Year 124. understand the information about assessment that students should

receive5. understand the need to retain marked assessment tasks6. understand the range of situations in which the school assessment

policy is used7. understand the WACE examination process and marks adjustment

process8. are aware of the small group moderation requirement and

procedures9. are aware of the Council’s moderation processes that will be

implemented in 2011

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Marking assessment tasks

• use numerical marks• the marking key may need to be refined

as unexpected responses occur• share the marking key

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Consensus moderation 2011

Literature - Stage 3 only

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Self reflection 1

Consider your marking procedures

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Record marks, weight and collate

• enter the marks for each task in your marks book

• the task title and weightings in your marks book must match the information in your assessment outline

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Investigation Total Response Total Performance/Production Total TOT

Task 10% Task 10% 20% Task 10% Task 10% 20% Task 20% Task 30% Task 10% 60%

3A 3B 2 4 1A 1B 5

NAME /38 WM /28 WM /54 WM /100 WM /38 WM /48 WM /50 WM

Erin 23 6.05 18 6.4 12.48 40 7.41 69 6.9 14.3 27 14 32 20 39 7.8 42 69Alinta 27 7.11 20 7.1 14.25 43 7.96 72 7.2 15.2 29 15 39 24 42 8.4 48 77Lena 26 6.84 22 7.9 14.7 39 7.22 64 6.4 13.6 26 14 29 18 34 6.8 38.6 67Liam 27 7.11 19 6.8 13.89 38 7.04 66 6.6 13.6 30 16 35 22 43 8.6 46.3 74Eliza 21 5.53 16 5.7 11.24 31 5.74 56 5.6 11.3 29 15 35 22 37 7.4 44.5 67Lynne 22 5.79 15 5.4 11.15 35 6.48 57 5.7 12.2 23 12 29 18 27 5.4 35.6 59Helen 19 5 14 5 10 27 5 52 5.2 10.2 18 9.5 24 15 23 4.6 29.1 49Erik 15 3.95 12 4.3 8.233 19 3.52 44 4.4 7.92 20 11 20 13 27 5.4 28.4 45Neil 7 1.84 5 1.8 3.628 10 1.85 L 0 1.85 12 6.3 L 0 L 0 6.32 12Eleni 14 3.68 10 3.6 7.256 20 3.7 31 3.1 6.8 21 11 22 14 32 6.4 31.2 45Neville 23 6.05 19 6.8 12.84 40 7.41 65 6.5 13.9 24 13 31 19 39 7.8 39.8 67Harry 26 6.84 18 6.4 13.27 39 7.22 60 6 13.2 30 16 32 20 39 7.8 43.6 70Yves 29 7.63 24 8.6 16.2 44 8.15 70 7 15.1 26 14 34 21 36 7.2 42.1 73Alison 30 7.89 21 7.5 15.39 45 8.33 70 7 15.3 26 14 33 21 42 8.4 42.7 73Cody 28 7.37 20 7.1 14.51 43 7.96 76 7.6 15.6 30 16 38 24 39 7.8 47.3 77Clarissa 31 8.16 23 8.2 16.37 47 8.7 81 8.1 16.8 32 17 41 26 43 8.6 51.1 84Elise 11 2.89 7 2.5 5.395 17 3.15 37 3.7 6.85 14 7.4 14 8.8 16 3.2 19.3 32

written exam Prac exam

Raw mark for the assessment task based on the marking key

Insert a formula (or use a calculator) to calculate the weighted mark (using weightings in the assessment outline)

Combine the weighted mark for each task

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Self reflection 2

Consider your marks records

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Teaching program

Developm

ental continuum (D

C)

Unit Syllabus Defines the section of the DC that the unit covers

Unit Assessment Outline Outlines what will be assessed and when and how a teacher will gather evidence in relation to the assessment types

Task 1

Task 2

Task 3

Task 4

Marking key 1

Marking key 2

Marking key 3

Marking key 4

Marks book Contains the results of all assessments

100 80 60 40 20 0

A

C

D

E

B

An overview of the process

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Assign a grade for the course unit/s

• based on your judgement of the standard of work across all assessment tasks

• form a ranked list• use the grade descriptions and student work

samples to determine grade cut-offs

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Clarissa 84  

Aisha 77 sgm partner school

Alinta 77  

Cody 77  

Liam 74  

Emma 74 sgm partner school

Yves 73  

Alison 73  

Lauren 71 sgm partner school

Narelle 71 sgm partner school

Harry 70  

Erin 69  

Neville 67  

Lena 67  

Eliza 67  

Jemma 62 sgm partner school

Lynne 59  

Helen 49  

Eleni 45  

Erik 45  

Elise 32  

Neil 12  

Students are sorted into descending numerical order

Grade cut-offs need to be determined

Students from the partner school are included

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Clarissa 84 A  

Aisha 77 A sgm partner school

Alinta 77 A  

Cody 77 A  

Liam 74 B  

Emma 74 B sgm partner school

Yves 73 B  

Alison 73 B  

Lauren 71 B sgm partner school

Narelle 71 B sgm partner school

Harry 70 B  

Erin 69 B  

Neville 67 B  

Lena 67 B  

Eliza 67 B  

Jemma 62 B sgm partner school

Lynne 59 C  

Helen 49 C  

Eleni 45 C  

Erik 45 C  

Elise 32 D  

Neil 12 U  

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Avoid inaccuracies

Clarissa 84 A  

Aisha 77 A sgm partner school

Alinta 77 A  

Cody 77 A  

Liam 74 A  

Emma 74 B sgm partner school

Yves 73 B  

Alison 73 B  

Lauren 71 B sgm partner school

Narelle 71 B sgm partner school

Harry 70 B  

Erin 69 B  

Neville 67 B  

Lena 67 B  

Eliza 67 B  

Jemma 62 B sgm partner school

Lynne 59 C  

Helen 49 C  

Eleni 45 C  

Erik 45 C  

Elise 32 D  

Neil 12 U  

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What does the school need to report to the Council?

• Schools are required to submit a grade (A to E) for each course unit for each student.

• Each Year 12 student requires a school mark (from 0 to 100) for each Stage 2 or Stage 3 course unit.

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Self reflection 3

Let’s think about the grade descriptions and the assigning of grades at your school.

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The assessment, marking and grading process

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What information about assessment should students have received by

now?• the school’s senior secondary assessment

policy• the syllabus• a course outline (or teaching program)• the assessment outline/s • access to the grade descriptions for the

relevant stage

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Why are marked student assessment tasks retained?

• to consider when assigning a grade• to assemble student assessment files

for consensus moderation (where required)

• in the case of a student appeal

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What happens when assessment issues arise?

Answers to assessment issues are:• in the WACE Manual 2011, or • in your school’s senior secondary

assessment policy

If you need clarification then email

info@curriculum.wa.edu.au

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Self reflection 4

Consider student access to the required materials, your understanding of your school’s assessment policy and the retention of assessment tasks.

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WACE examinations

The structure of senior secondary education in WA has historically featured: • school-based assessment

and• external exams

WACE exams are:• conducted for every course • separate for Stage 2 and Stage 3 (no Stage 1

exams) • compulsory for Year 12 students taking a pair of units

at Stage 2 or 3 (unless the student is exempt)

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Main function of the Standards Guide

To provide information about:• the written examination questions, marks

and marking keys• selected candidate responses and marker

annotations• question statistics• examiner comments

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How are WACE exam marks used for comparability?

Both the examination marks and the school marks are brought onto a common scale and students get half of each.

The process is explained: • in the WACE Manual 2011• on the Council website• at the course specific assessment seminars

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The Council moderation processes for 2011

• course-specific assessment seminars• consensus moderation meetings• school moderation program• small group moderation (if required)• statistical moderation

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What is small group moderation?

• protects the interests of students in small groups

• compulsory for schools where a course/stage has small enrolments of WACE examination candidates

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Self reflection 5

Reflect on your understanding of the WACE examinations, the Standards Guides and the Council moderation processes.

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Council support for teachers• assessment support materials on the Council extranet• information in the WACE Manual 2011 and the WACE

Circular each term (and more regularly in the eCircular)• email any questions to info@curriculum.wa.edu.au • contact us by phone or email

John Watson – Moderation and Standardsjohn.watson@curriculum.wa.edu.auphone: 9273 6374

Gerard Morris – Curriculum and Assessment gerard.morrris@curriculum.wa.edu.au phone: 9273 6742

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Points of clarification

Your turn.

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Evaluation

Has your understanding and awareness of the Council’s marking and grading requirements, WACE examination process and moderation processes changed as a result of today’s seminar?

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Thanks for attending

• use your Reflective Journal• this information is available as an

online learning module